Curriculum for High Ability Learners

Issues, Trends and Practices

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Educational Psychology
Cover of the book Curriculum for High Ability Learners by , Springer Singapore
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Author: ISBN: 9789811026973
Publisher: Springer Singapore Publication: December 26, 2016
Imprint: Springer Language: English
Author:
ISBN: 9789811026973
Publisher: Springer Singapore
Publication: December 26, 2016
Imprint: Springer
Language: English

Given the increasing speed of change and the information explosion around the world, this book draws attention to the practice of teaching for conceptual understanding, which has been heralded as an effective approach within many curriculum frameworks. This book is pivotal in documenting and analyzing efforts in creating concept-based curriculum and pedagogies for high ability learners. Contributors of this book discuss key concepts and trends in their curriculum development efforts for high ability learners, as well as the challenges and solutions in their work. Drawing from a wide group of educators – practitioners, curriculum writers, administrators and researchers – this book has assembled together a range of perspectives on the processes, outcomes and implications of using concept-based curriculum and pedagogies in a dynamic educational landscape. These informed perspectives highlighted by the contributors will prove insightful and inspirational to practitioners, policy makers and other stakeholders alike.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Given the increasing speed of change and the information explosion around the world, this book draws attention to the practice of teaching for conceptual understanding, which has been heralded as an effective approach within many curriculum frameworks. This book is pivotal in documenting and analyzing efforts in creating concept-based curriculum and pedagogies for high ability learners. Contributors of this book discuss key concepts and trends in their curriculum development efforts for high ability learners, as well as the challenges and solutions in their work. Drawing from a wide group of educators – practitioners, curriculum writers, administrators and researchers – this book has assembled together a range of perspectives on the processes, outcomes and implications of using concept-based curriculum and pedagogies in a dynamic educational landscape. These informed perspectives highlighted by the contributors will prove insightful and inspirational to practitioners, policy makers and other stakeholders alike.

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